Schneider Margaret, Fong Vanessa C, McLaughlin Janet
Department of Kinesiology & Physical Education, Wilfrid Laurier University, Waterloo, Ontario, Canada.
Department of Health Studies, Wilfrid Laurier University, Brantford, Ontario, Canada.
Autism Res. 2025 Sep;18(9):1851-1860. doi: 10.1002/aur.70088. Epub 2025 Jul 25.
Autistic students face a heightened risk of exclusion from school and related activities, yet the factors contributing to this issue remain poorly understood. To address this gap, the current study took place in Ontario, Canada's largest province, where diverse populations and varied inclusive education policies create unique challenges. The study had two primary objectives: (1) to examine the relationship between parent satisfaction with the individual education plan (IEP) process and school exclusion, and (2) to identify key factors parents perceive as predictors of school exclusion in their autistic children. A total of 412 caregivers from Ontario completed an online survey, available in English and French, between April and July 2018. Quantitative analysis revealed that greater satisfaction with the IEP process was associated with a lower likelihood of school exclusion (b = -0.297, OR = 0.743, p < 0.001). Qualitative analysis of open-ended responses identified two primary contributors to exclusion: bullying by peers and inadequate training and support for school staff. These findings highlight the need for improved supports in educational settings, including comprehensive anti-bullying initiatives, stronger collaboration with parents in the development of IEPs, greater accountability in ensuring that IEPs are properly implemented, a more inclusive approach to meeting student needs, and increased funding for support staff. Addressing these areas could help reduce the risk of exclusion and foster a more equitable learning environment for autistic students.
自闭症学生面临着被学校和相关活动排斥的更高风险，然而导致这一问题的因素仍未得到充分理解。为了填补这一空白，当前的研究在加拿大最大的省份安大略省进行，该省人口多样且包容教育政策各异，带来了独特的挑战。该研究有两个主要目标：（1）研究家长对个别教育计划（IEP）流程的满意度与学校排斥之间的关系，以及（2）确定家长认为是其自闭症子女被学校排斥的预测因素的关键因素。2018年4月至7月期间，安大略省共有412名照顾者完成了一项在线调查，该调查有英文和法文版本。定量分析显示，对IEP流程的满意度越高，被学校排斥的可能性越低（b = -0.297，OR = 0.743，p < 0.001）。对开放式回答的定性分析确定了导致排斥的两个主要因素：同伴欺凌以及学校工作人员培训和支持不足。这些发现凸显了在教育环境中改善支持措施的必要性，包括全面的反欺凌举措、在制定IEP时与家长加强合作、在确保IEP得到妥善实施方面增强问责制、采用更具包容性的方法满足学生需求以及增加对支持人员的资金投入。解决这些领域的问题有助于降低被排斥的风险，并为自闭症学生营造一个更公平的学习环境。
